To use appropriate technology to enhance mathematical thinking and understanding and
to solve mathematical problems and judge the reasonableness of the results.

To interpret mathematical models such as formulas, graphs, tables and schematics,
and draw inferences from them.

To recognize the limitations of mathematical and statistical models.

To develop the view that mathematics is an evolving discipline, interrelated with
human culture, and understand its connections to other disciplines.

Instructional Goals and Purposes

Panola College's instructional goals include 1) creating an academic atmosphere in
which students may develop their intellects and skills and 2) providing courses so
students may receive a certificate/an associate degree or transfer to a senior institution
that offers baccalaureate degrees.

General Course Objectives

Upon successful completion of this course, the student will:

Explain the use of data collection and statistics as tools to reach reasonable conclusions.

Recognize, examine and interpret the basic principles of describing and presenting
data.

Compute and interpret empirical and theorectical probabilites using the rules of probabilities
and combinatorics.

Explain the role of probability in statistics.

Examine, analyze and compare various sampling distributions for both descrete and
continuous random variables.

Describe and compute confidence intervals.

Solve linear regression and correlation problems.

Perform hypothesis tesing using statistical methods.

Specific Course Objectives

Upon completion ofMATH 1342, the student will be able to demonstrate:

Define and/or explain the concepts of vocabulary, terminology, and notation used in
this course.

Create a frequency table from a set of data, and draw a histogram from this table. Perform
analysis of histograms.

Create a pie graph, a pareto chart, a scatter-plot, and a stem and leaf plot from
a set of data, either by hand or using statistical software. Perform analysis of
different charts constructed.

Compute the probability of a simple and compound events. Use critical thinking to
interpret the results.

Summarize the results of a probability procedure in a probability distribution. Calculate
the mean, variance, and standard deviation of a probability distribution.

Find the probabilities associated with binomial distributions. Find the mean, variance,
and standard deviation of a binomial distribution.

Find the probabilities associated normal distributions.

Construct a confidence interval for mean, proportion, and standard deviation or variance
and use critical thinking to interpret the results. Determine the sample size necessary
to estimate the mean, proportion, and variance.

Test a hypothesis about a mean, proportion, and standard deviation or variance and
use critical thinking to interpret the results.

Find the linear correlation coefficient, perform a hypothesis test for linear correlation,
and find the equation of the regression line of a linearly correlated set of data.
Use critical thinking to interpret the results.

General Description of Each Lecture or Discussion

After studying the material presented in the text(s), lecture, laboratory, computer
tutorials, and other resources, the student should be able to complete all behavioral/learning
objectives listed below with a minimum competency of 70%.

1. Define and/or explain the concepts of vocabulary, terminology, and notation used
in this course.

9.7. Given a percent or percentile, find the corresponding value using invNorm on
the TI-83/84 calculator.

9.8. Apply the Central Limit Theorem to appropriate problems.

9.9. Determine if a value is unusual relating to either probability or the range rule
of thumb.

10. Construct a confidence interval for mean, proportion, and standard deviation
or variance and use critical thinking to interpret the results. Determine the sample
size necessary to estimate the mean, proportion, and variance.

10.1. Identify the best point estimate for μ, p, and σ2.

10.2. Relate that α is the area in the tail(s) of a probability distribution and α is
the probability that the parameter is not contained within the confidence interval.

10.3. Given the confidence interval find error and eithe rp-hat or x-bar.

10.4. Look up critical values on the z table or using invNorm and use to calculate
error.

10.5. Calculate error and construct a confidence interval for a proportion and interpret
what the confidence interval means.

10.6. Calculate error and construct a confidence interval for a mean when σ is known.
Interpret what the confidence interval means.

10.7. Look up critical values on the students’ t probability distribution (or using
invT) to calculate error and construct a confidence interval for a mean when σ is
unknown. Interpret what the confidence interval means.

10.8. Look up critical values on the chi square probability distribution to construct
a confidence interval for a standard deviation or variance. Interpret what the confidence
interval means.

10.9. Use z score and formulas to calculate how large a sample must be taken to estimate
a proportion or a mean.

10.10. Use table 7-2 to determine how large a sample must be taken to estimate a standard
deviation or variance.

11. Test a hypothesis about a mean, proportion, and standard deviation or variance
and use critical thinking to interpret the results.

11.1. Given H0or H1, determine if the test is left tailed, right tailed or two tailed

11.2. Use the z, t, or χ2distributions (or invNorm and invT) to identify critical values.

11.3. Calculate the z, t, or χ2test statistics given formulas from the text.

11.4. Perform a test of hypothesis about a population proportion, a population mean,
and a population standard deviation or variance using the traditional 8-step approach.

11.5. Summarize the results of the hypothesis test in the last step using critical
thinking and a sample statement.

12. Find the linear correlation coefficient, perform a hypothesis test for linear
correlation, and find the equation of the regression line of a linearly correlated
set of data. Use critical thinking to interpret the results.

12.3 Perform the 6-step traditional hypothesis test for linear correlation and summarize
the results of the test in the last step using critical thinking and a sample statement.

12.4 Write the equation of the regression line using the capabilities of the TI-83/84
calculator.

12.5 If data is linearly correlated, use the regression line to predict a y value.

12.6 If data is not linearly correlated, use the mean of the ys to predict a y value.

Methods of Instruction/Course Format/Delivery

Methods employed will include Lecture/demonstration, discussion, problem solving,
analysis, and reading assignments. The instructor will also use Canvas LMS for discussion,
demonstrations, and video presentation.Homework will be assigned.

Assessment

Attendance

Class preparedness and participation

Collaborative learning projects

Exams/tests/quizzes

Homework

Canvas LMS and internet

Scientific observations

Student-teacher conferences

Oral questioning in class

Student presentations at the board

Letter Grades for the Course will be assigned as follows:

A:90 <Average<100

B:80 <Average< 90

C:70 <Average< 80

D:60 <Average< 70

F:00 <Average< 60

Text, Required Readings, Materials, and Supplies

For current texts and materials, use the following link to access bookstore listings:
Panola College Store

Panola College is accredited by the Commission on Colleges of the Southern Association of Colleges and Schools to award associate degrees and certificates of completions. Contact the Commission on Colleges at 1866 Southern Lane, Decatur, Georgia 30033-4097 or call 404-679-4500 for questions about the accreditation of Panola College.

Panola College is an Equal Opportunity Institution that provides educational and employment opportunities on the basis of merit and without discrimination because of race, color,religion, sex, age, national origin, veteran status, disability, or genetic information.

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